Characteristic of Learning: Authentic

Level of Technology Infusion Into the Curriculum: Transformation

Lesson Title: Deep Thinking About Race

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Grade Level: 7

Classroom Configuration

One to one, using classroom computers or mobile laptops as rotating stations

One to one, in a computer lab setting

One to one, with individual student laptops

Arizona State Content Standards

Social Studies

    • Strand 3 Civics/Government
      • Concept 1: Foundations of Government
        • PO 1. Analyze the significance of the principles and ideals of the following documents:
          • Bill of Rights (as related to specific time periods)
          • Emancipation Proclamation

Common Core State Standards ELA

    Text Types and Purposes*


    Write arguments to support claims with clear reasons and relevant evidence.

    a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

    b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating and understanding of the topic or text.

    c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons and evidence.

    d. Establish and maintain a formal style.

    e Provide a concluding statement or section that follows from and supports the argument presented.

    Production and Distribution of Writing


    Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

    Research to Build and Present Knowledge


    Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.


    Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

    Presentation of Knowledge and Ideas


    Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

    Key Ideas and Details


    Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

    Integration of Knowledge and Ideas


    Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Arizona Educational Technology Standards (2009)

  • Strand 3: Research and Information Literacy
    • Concept 2: Processing: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
      • PO 3. Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting multiple sources.
      • PO 4. Synthesize research information to create new understanding or develop new ideas.
      • PO 5. Apply ethical use of information and media by respecting copyrights, intellectual property rights, using information and media technology responsibly, and citing resources appropriately.
  • Strand 4: Critical Thinking, Problem Solving, Decision Making
    • Concept 2: Exploring Solutions: Plan and manage activities to develop solutions to answer a question or complete a project.
      • PO 1. Plan, conduct and manage research using appropriate digital resources to develop solutions for a question.
      • PO 2. Present defendable solutions and make decisions from multiple perspectives using collected resources and data.
  • Strand 6: Technology Operations and Concepts
    • Concept 1: Understanding: Recognize, define and use technology term, processes, systems and applications.
      • PO 3. Choose technology applications appropriate for the audience and task.


  • The student will research perspectives on race, analyzing the relationship between historical American documents and the viewpoints of their families and their community.
  • The student will create expressive forms of communication, usually but not limited to written expressions, such as wikis or blogs, to share research results and personal opinions.
  • The student will share their own cultural/racial heritage on an electronic map.
  • The student will share electronic file formats with their teacher.
  • The student will read and respond to the cultural/racial heritage shared by their classmates displaying an awareness of digital citizenship appropriate to their grade level.


  • Research and citation: Research "race" and how this concept is treated by others on various web sites. Pay attention to perspective, bias, and point of view from the authors and sites. Keep track of research in Google docs, or another online tool, and share the results with a partner and the teacher.
  • Analyze documents in American history to determine if they have had an influence on "race" perspectives. Use Library of Congress web site as a source for historical documents.
  • Express and comment: Write about or show what it means to use the word "race". Students read/look at a partner's blog or other expressive media and leave a thoughtful comment. They express and publish daily in a Web 2.0 tool of their choice ( to reflect and share their ideas with a world audience) as they formulate their understandings throughout the project.
  • Compare: Students access Internet resources to get an idea of the English speaking world's definition of race. Based on this, students add information to the wiki about what race means, based on comparative research and discussion. They comment on or edit their partner's information in the wiki.
  • Google Earth: Class creates a cultural heritage overlay in Google Earth. They each Placemark important places from their family heritage. Students share the Google Earth KMZ files with teacher to create a classroom view of the locations of race, family, and heritage.
  • Images: Students choose a photo storage and editing tool, such as iPhoto, Flickr, Picasa, etc., to build slideshows for their blogs, and as a repository for images they will use in their enhanced podcast. (Enhanced podcast lesson is a part of the Creative classroom characteristic.)



  • Students will be assessed with rubrics, on research and information, on digital citizenship, on use of digital tools, and on content area standards. Rubistar can be used to create rubric (


Technology Integration Matrix





Goal Directed